Robert M. Weiler, PhD¹, Rebecca J. W. Cline, PhD², Melissa C. Morris, MPH¹, and S. Camille Broadway, MAMC³. (1) Department of Health Education and Behavior, University of Florida, P.O. Box 118210, 5 FLG, Gainesville, FL 32611-8210, 392-352-0583, X 1282, rweiler@hhp.ufl.edu, (2) Communication and Behavioral Oncology, Barbara Ann Karmanos Cancer Institute/Wayne State University, Hudson Webber Cancer Research Center, RM 540, 4100 John R, Detroit, MI 48201, (3) College of Journalism and Communications, University of Florida, Graduate Division, G040 Weimer Hall, Gainesville, FL 32611-8400

Purpose: Results of analyses of three types of prescription drug education curricula are synthesized and compared: comprehensive health education curricula, CSAP designated model programs’ curricula, and D.A.R.E. curricula. Significance: Administrators and educators may select curricula to address prescription drug use and abuse. No previous research focuses on curricula for the purpose of prescription drug education. Methods: All three analyses used the same methodology. A total of 29 curricula were analyzed to identify topics associated with prescription-drug related objectives and content, and contexts in which objectives and content were presented. The unit of analysis was a reference (or potential reference) to prescription drugs. Findings: Objectives related to 29 prescription drug topics within 8 categories occurred across the 29 curricula. The majority of objectives related to drug abuse. The curricular types shared objectives for only 7 of the 29 topics. Health education curricula contained more relevant objectives (n = 63) that addressed more topics (n = 22) than did CSAP-designated (52 objectives, 18 topics) or D.A.R.E. curricula (11 objectives, 7 topics). All three types of curricula presented objectives exclusively in an Abuse-Implicit context. Together, the content of the curricula addressed 55 topics. Health education (53 topics) and CSAP-designated curricula (33 topics) presented more topics related to prescription drugs than did D.A.R.E. (20 topics). The curricula types differed in the contexts for presenting prescription drug content. Conclusion: Policymakers and educators need to be aware of the limitations of prescription drug related materials in curricula selected to address substance abuse.

Learning Objectives:

At the conclusion of this session the participant will be able to (
• understand the limitations of all three types of curricula with regard to prescription drug education, (
• be aware of and appreciate the implications of presenting prescription drug information in an implicit context, and (
• assess the relative strengths and weaknesses of the three types of curricula for prescription drug education.

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.